Developing a pathway for Indigenous students in a tertiary science course in rural Australia: a work in progress.
Authors
Cesidio Parissi
Charles Sturt University
Sarah Hyde
Charles Sturt University
Phillipa Southwell
Charles Sturt University
Abstract
Tertiary level STEM courses have low entry and completion numbers for Indigenous students. The Bachelor of Clinical Science course at Australia’s rurally-located Charles Sturt University is seeking a solution, for the course has a high success rate for graduates obtaining entry into medicine and dental programs (48%), but it has no Indigenous graduates. This is concerning because research suggests that poor Indigenous health outcomes (compared to non-Indigenous Australians) can be improved by having more Indigenous health professionals; and evidence also suggests that professionals who train in rural areas are more likely to return to rural practice. In view of this research, and to improve the number of Indigenous participants in STEM courses, in particular the Clinical Science course, staff have implemented a suite of initiatives, namely, a program of cultural awareness among staff, which involves the inclusion of culturally appropriate material into courses, establishing partnerships with local Aboriginal communities to create a culturally safe physical environment, and holding Aboriginal cultural events on campus. The aim of these strategies is to develop our educational and cultural ‘infrastructure’ and a pathways program to enhance the success of Indigenous students in science courses. This article provides an account of the program content of Clinical Science, the initiatives that have been employed, and the progress to achieve our stated aims.
Author Biographies
Cesidio Parissi, Charles Sturt University
Lecturer in Problem Based Learning. Program Leader for the Bachelor of Clinical Science. Faculty of Science, School of Biomedical Sciences.
Sarah Hyde, Charles Sturt University
Adjunct Senior Lecturer, School of Biomedical Sciences.
The University of Sydney acknowledges that its campuses and facilities sit on the ancestral lands of Aboriginal and
Torres Strait Islander peoples, who have for thousands of generations exchanged knowledge for the benefit of all.
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